BTech in Civil Engineering-Curriculum

BTech Civil Engineering-Curriculum

The Department of Civil Engineering developed an active learning strategy that demands students to actively engage with the content in order to earn a Bachelor of Technology degree in civil engineering. Students engage in activities that encourage critical thinking, problem-solving, and teamwork rather than just listening to lectures. Each course of the curriculum is designed in such a way that the student gets involved in the class through experiential learning, inquiry-based learning, project/problem-based learning, and cooperative learning.

The recommended new curriculum has specific learning objectives that are in line with student needs, the mission and vision of the university, and societal demands in general. According to the recommendations of the NEP credit framework, a new framework is implemented to satisfy the needs. The following areas of curriculum design were the focus of the committee.

Credit Structure
Course Design
Career Track
Categories and their definitions
Curriculum Framework - Percentage of Categories, Specialization and Minors
Semester on Semester Credit Category Distribution
Degree Nomenclature
Course Code Structure

Curriculum Framework:

The new curriculum framework is proposed with the following features:

Interdisciplinary in Nature
Research Based Education.
Embed The Required Knowledge, Skills, And Values
Foster Experiential or Active Learning
Flexible, Adaptable, And Responsive to Changing Needs.
Choice Of Courses as per Career Interest
Option For Core Specialization and Inter-Disciplinary Minor Programs
Integration of Online and Blended Learning
Relevant Industry Exposure and Project-Based Learning in Core Areas
Variety of course offerings in different
Aligning With UGC's new Credit Framework guidelines

Credit Structure:

According to the National Credit Framework (NCrF), Credit is the recognition that the learner has completed a prior course of learning corresponding to a qualification at a given level. Credits quantify learning outcomes that are subject to achieving the prescribed learning outcomes to valid and reliable methods of assessment. As per the National Credit Framework (NCrF), 1200 learning hours per year are expected to award 40 credits. Accordingly, 20 credits shall be awarded for a six-months semester with 600 notional learning hours. In general, 30 Notional Learning Hours will be counted as One Credit. The new curriculum has introduced an L-D-Pr structure over and above the existing either structure. To make the curriculum more student learning-centric, a provision of adopting an L(Lecture) – D (Discussion) – Pr (Project) structure over and above the existing L(Lecture) –T(Tutorial) – P(Practical) structure has been made in the new curriculum.

Depending on the nature and requirement of the program, either L-T-P and L-D-Pr structure may be adopted as follows.

Lecture or Tutorial (L or T)	Discussion (D)	Practical (P)	Project (Pr)
1 credit = 15 in class hours = 30 Notional Learning hours	1 credit = 30 in class hours = 30 Notional Learning Hours	1 credit = 30 in class hours = 30 Notional Learning Hours	1 credit = 30 Notional Learning Hours (No in class Hours are assigned)
In each class, a new concept is taught, and the student is learning something new throughout the class.	In a one-hour discussion it is expected that approximately half of the hour the teacher will be providing clarification or demonstrations and half of the hour new concepts are learned.	The Practical is dependent on theory and experiments performed or based on concepts learned in theory class	All informal or non-formal learning including Projects, Activities visits/ internships etc which are assessable and equivalent 3o notional learning hours is awarded one credit.
It also involves outside-class learning		Repetition of learned concept. Observations are taken again and again

In this structure, each lecture holds 1 credit, each discussion hour holds 0.5 credit, and each project hour holds 0.33 credit. The basis of each lecture hour holding 1 credit is the same as that in the L-T-P structure. However, in each discussion hour per week, 0.5 credit is assigned as in a one-hour discussion it is expected that for approximately half of the hour, the teacher will be providing clarification or demonstrations. Each project hour per week holds 0.33 credit as in one project hour the student is expected to carry out or execute the tasks based on the demonstrations and discussions provided by the teacher during the lectures and discussion hours. Unless specified, the project hour is not considered a contact hour i.e., it’s an outside-of-classroom component in the course.

Assessments:

The following assessment tools have been introduced based on the nature of the course structure as Games, Role-playing, Simulations, Field visits, Case studies, Hands-on experience/Lab experience, Group discussion, Oral/poster presentations, Brainstorming, Debates, Online learning, Think-pair-share, Peer instruction/Group evaluation, Minute paper, Storytelling, Jigsaw.

Credit Requirement

The credit requirements for their programme of study are comprised of 7 parts:

Ability Enhancement Courses (AEC)
Value Added Courses (VAC)
Skill Enhancement Courses (SEC)
Foundation/ Interdisciplinary courses (FIC)
Core + Core Elective including Specialization (CC)
Minor (MC) + Open Elective (OE)
Research / Design / Internship/ Project (RDIP)

Multidisciplinary and Open Elective Courses

The open-subject elective courses provide students with wide latitude to pursue their interests, be it in humanities, arts, their chosen field of study, or a related discipline, or use it towards developing a concentration in another field as a Minor.

Advanced Undergraduate Subjects and courses within and outside engineering disciplines for “minor” fields of study are curated in partnerships with international experts. The students can elect to consider these additional options upon joining the university.